School Climate, Self-Efficacy, and Teaching Competence Among High School Teachers in the Division of Cabuyao: An Input for the School Improvement Plan

Abstract

This study was conducted to examine the existing school climate in selected high schools in the Division of Cabuyao and to identify the self-efficacy and teaching competence of the teacher-respondents from the three largest schools (the Cabuyao Integrated National High School, the Gulod National High School, and the Pulo National High School). A total of 172 junior high school teachers participated as respondents of the study. The Descriptive method of research was used in this study, since significant analyses, classification, and tabulation was made to identify substantial results and come up with an accurate interpretation. The hypotheses were tested at a 0.05 level of significance and were rejected since the result came up with the decision that there is a significant relationship between the school climate and the teachers’ self-efficacy and teaching competence. Likewise, there is a direct relationship between teachers’ self-efficacy and teaching competence. Results revealed that teacher respondents’ were able to identify their respective schools with a climatic condition that is at a positive and ‘agreeable’ level. Furthermore, the strong connection between self-efficacy and teaching competence of teachers is indeed essential in attaining a positive school climate.